Measuring creativity through divergent thinking tests: The nuts and bolts of data analysis.

Abstract

The study of creativity has been receiving increased interest over the last few decades. Different aspects of creativity have been explored in a wide array of contexts through the use of a plethora of instruments. The measurement of creativity, however, remains a bone of contention for many, due to the different interpretations and connotations associated with the aspect of ‘measuring’ per se, as well as ‘how’ and ‘what’ to measure. Among the instruments used to measure creativity are tests of divergent thinking (DT), including the widely used ‘Alternative Uses Test’ (AUT) (Guilford, 1967), in which participants are asked to list as many possible uses for common items. Administering the AUT is straightforward, but limited information is available on how to analyse the data collected. Guilford (1967) provides some instructions on how to score fluency and originality, however, little guidance is offered on how to score other facets of creativity including relevance, flexibility and elaboration. Our paper addresses this gap in the literature by detailing the nuts and bolts of scoring and analysing AUT data, based on our experience conducting a study among students aged 11 to 16 years, observed over two waves of data collection (402 students in wave 1 and 257 students in wave 2). We offer tips on how to make this labour-intensive task less arduous while enhancing reliability and validity. In so doing, we hope to facilitate the data analysis process for future researchers who employ the AUT (and perhaps other DT tests) to measure creativity.